Contribución de los fundamentos didácticos en las prácticas preprofesionales de la carrera de Educación Básica

Abstract

Abstract: This curricular integration project aims to describe the didactic foundations that support the pre-professional practices of students in the Basic Education program at the Universidad Técnica Particular de Loja. Based on a qualitative analysis of microcurricular plans developed in the context of Practicum 2, key elements such as the pedagogical foundation, methodological design, use of teaching resources, and assessment mechanisms are examined. Analysis matrices and semantic networks generated with Atlas.ti were used, allowing for the identification of patterns, relationships, and conceptual hierarchies among curricular components. The results show that students are able to articulate pedagogical approaches such as constructivism, meaningful learning, and a competency-based approach with playful and active methodological strategies. Furthermore, a coherent planning across objectives, strategies, and assessment criteria is observed. Weaknesses are identified, such as the limited incorporation of digital resources and a partial understanding of the formative role of assessment. In conclusion, this work provides valuable elements for strengthening initial teacher training, highlighting the need to integrate theory and practice in a critical and contextualized manner.